Showing Evidence: Teacher Performance and Student Achievement DAY 1 Sunday 8:30A.

M Morning Session Topic/Key Ideas of Session Activities/Tasks Daily Assignment

Advancing Our Profession Welcome, Greetings People Search and Introducing Ourselves to Introductions the Leaning Community /Warm-up Introduction and Course Overview of Course Overview 9:30 Syllabus, Processes Discussion of the Guiding and Resources, Principles for Discourse and Textbooks, Achieving Course Outcomes Assignments, and Final Project History of Teacher Evaluation and Student 10:30 2011: History of Assessment BREAK Teacher Evaluation and Student Trends leading to demands Assessment for teacher evaluation 10:45 o INTASC STANDARDS RESUME The New Common o NBPTS Core Standards o The Common Core 21st Century State Standards Learning Skills Initiative: (Intro; States; PPT) o The 21st Century Learning Skills Preview of the NY State Asserting Standards and APPR professional knowledge, o Self Report of Practice dispositions and o Observation standards of o Evidence effective educators: Binder/Portfolio The New York State o Student Survey Teacher APPR and o Artifact Analysis the Work Ahead in o Video Evidence This Course Danielsons Framework of Teaching and Advancement of the Profession

Assignment for Day Two 1) Read Henderson, J. Reflective Teaching The Study of Your Constructivist Practices pp 3-21; 157-161 2) Read Sergiovanni Sources of Authority, pp.31-42 3) Read Danielson: Handbook, pp 41-67 and, pp 68-83 4) Review NY Draft Innovation Rubrics Standards 1 and 7. 5) Two Entries in Double-Entry Journal a) After reviewing the course objectives, agenda and assigned readings what are the three key goals you wish to achieve in this course? b) Talk about the challenge(s) you have found in becoming the teacher you set out to become years ago.

12:30

 Lunch Break
Sunday AM Session

DAY 1 Sunday 1:30 Afternoon Session

Topic/Key Ideas of Session Reconvene and reflect on the morning discussions, activities

Activities/Tasks Discuss, debrief AM activities Check Parking Lot. Preview the NY State Innovation Fund Proposed Rubrics and Danielson Figure 1.3 Sources of Evidence (p. 13) o Group Activity: What Will the NYS Teacher APPR Look Like/Sound Like/Feel Like? o Human Graph How is teaching and learning changing in 21st century schools? o Group Activity: Agree/ Disagree on Teaching 2030 pp. viii-37. Is the central goal of restructured teacher evaluation linked to standards to increase student achievement for diverse learners within a new century learning climate?

Daily Assignment

3:15 BREAK 3:30 RESUME

How is our profession changing? Is it improving? Will public attitudes toward education improve?

What will student learning and achieve-ment look like in 2030?

Can educators acquire public confidence in the artistry and science of our teaching by Group Report promoting a Out/Summary: research-based, How will assessments reliable and valid aligned with NY Teaching system of Standards, Common Core assessing each Standards and 21st Century students Learning Standards improve achievement that the learning of all students? includes both Creating an Online

5:30 Adjourn

formative and summative (highstakes) assessments. Processing of the tools and learning activities accomplished; Overview of assignments for tomorrow. Parking Lot Session Log

Learning for Community Course Blogs for Trainers

Sunday PM Session

Showing Evidence: Teacher Performance and Student Achievement DAY 2 Monday 8:30 Morning Session Topic/Key Ideas of Session Inquiry and the Reflective Practitioner Warm-Up Activity Review of Course Material Review of the Plan for the Day Innovation Standard VI Professional Responsibilities and Collaboration
o Teachers uphold professional standards of practice and policy as related to students rights and teachers responsibilities. o Teachers engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning.

Activities/Tasks

Daily Assignment Assignment for Day Three

Business Card Activity-

Getting to Know Members of the Learning Community 1) Complete Danielson 2) The Portfolio Connection pp. viii 93; Note ideas, information, examples or blacklines you are interested in implementing.

Sharing of Reflection Journals

10:30 BREAK 10:45 RESUME

Innovation Standard VII: Professional Growth o Teachers set informed goals

and strive for conti-nuous professional growth.

Teachers reflect on their practice to improve instructional effectiveness and guide professional growth.

Teachers set goals for and engage in ongoing pro-fessional development needed to continuously improve teaching competencies.

Teachers communicate and collaborate with students, colleagues, other pro-fessionals, and the community to improve practice.

4Cs Virtues of Teaching 3) Review NY Draft and the benefits of reflection on goals and Innovation Rubrics Standards purposes of becoming an effective teacher. 4) Two Entries in Double-Entry Journal Telling Our Teacher Stories Activity: Partner a) the benefits of sharing/ interviewing of using Form B teacher story using 4cs (Danielson, pp. 91reading reflections and 93) as a part of self/peer inquiry peer clinical practice/ Discussion and professional Identification of how inquiry Hendersons 4cs are reflected in teaching a) the benefits of careers in which we using Form C seek to achieve our (Danielson, pp. 94visions of excellence. 96) as a part of peer clinical Activity on Emergent practice/ Realities in Achieving professional the Goals of NY inquiry Teaching Standards 1 A Transformed Learning
Ecology Berry, pp 39-49 2 A Transformed Learning Ecology Berry, pp 50-59 3. A Transformed Learning Ecology Berry, pp 60-74 4. Teacherprenuerism and a Future of Innovation. Berry, pp 135-149 5. Teacherprenuerism and a Future of Innovation. Berry, pp 149-166

12:30

Teachers remain current in their knowledge of content and pedagogy by utilizing professional resources.

Lunch Break

Groups Report-Out Parking Lot

Monday AM Session

DAY 2 Topic/Key Ideas of Session Monday Teaching, Leadership and 1:30 Professional Authority Afternoon Reconvene and Session Reflect on the morning topics Can leadership that includes both professional and moral authority promote the status of educators? Considering the Old vs. Desired Reality of Teacher Evaluation Outcomes

Activities/Tasks Reflection on AM topics and issues Grade-Alike/SubjectAlike Partner Activity: Conducting Teaching Interviews using Form C (Danielson, pp. 94-96) as a part of peer clinical practice and professional inquiry Instructor Presentation: Promoting Engaged Learning in 21st Century Schools and the Engaged Student Learning Indicators Thinking at RightAngles-Activity and discussion on Sergiovanni Reading: Sources of Authority Instructor Presentation: Dimensions of Teaching, Learning and Professional Authority

Daily Assignment

Self Report of Practice Observation

Evidence Binder/Portfolio

3:15 BREAK

Student Survey Artifact Analysis Video Evidence

3:30 RESUME

Instructor Presentation: Can a Causal Teacher Evaluation Model promote professional authority? Danielson: Handbook, pp 4167 and, pp 68-83) B. Marzano webinar 2/10/10 Processing of the Charlotte Danielson tools and learning clarifies how teachers assert activities professional proficiency and accomplished; quality assurance Overview of assignments for

5:30 Adjourn

tomorrow. How assessment affects teaching and learning: You get what you assess and you dont get what you dont assess. Parking Lot Session Log

Post-It Activity and Group Discussion: Rush to Judgment The Nature of Quality Assurance and the Importance of Formative Assessment in Teacher Professional Development

Grade-alike/Subject-alike Discussion Groups convene to consider question: What will be the optimal outcome of NYS teacher evaluation?

Monday PM Session

DAY 3 Tuesday 8:30 Morning Session

Topic/Key Ideas of Session Design, Implementation and Assessment of the 21st Century Classroom Warm-Up Activity Review of Plan for the Day Innovation Standard 1: Knowledge of Students and Student Learning

Activities/Tasks

Daily Assignment

Authentic Assessment Bingo

Assignment for Day Four 1) The Portfolio Connection 3e pp. 95-228. Note ideas, information, examples or blacklines you are interested in implementing.

9:30

Sharing of Reflection Journals

10:30 BREAK 10:45 RESUME

Knowing Students . . . . Activity on student engagement. What are o Teachers the learning capabilities acquire knowledge 3) Review NY Draft and characteristics of of each student Innovation Rubrics todays students and demon-strate Standards knowledge of Viewing videos of student 4) Submit evidence of development and instructional segments your knowledge of Promoting Engaged learning to Learning: Assign score that formative assessment promote tools: Select a achievement for all would meet NY Teaching standards using Innovations previously-designed students. authentic assessment Rubric tool or create one o The Wing Strength Innovation based on the student Design Project Standard 3: o Middle School Project: learning viewed in Instructional group video. Gender Roles Practice Innovation Standard 4: Learning Environments o Five-Year-Olds Pilot Their Own ProjectBased Learning 5)Two Entries in Double-Entry Journal

 Innovation Standard VII: Professional Growth

o Elementary Project: Courtyard Re-Design 5th gr. o Video clip on playground design Groups Report-Out following the Lunch Break.

12:30

Lunch Break
Tuesday AM Session

DAY 3 Tuesday 1:30 Afternoon Session

Topic/Key Ideas of Session

Design, Implementation and Assessment of the 21st Century Classroom

Activities/Tasks

Daily Assignment

Reconvene and Reflect Standard VIITeachers communicate and collaborate with students, colleagues, other professionals, and the community to improve practice. Standard V: Assessment for Student Learning: improving teaching and advancing 21st century learning models and performance-based assessment. What is the appropriate role of classroom-based evidence and

Reconvene and Reflect on the morning topics Parking Lot Groups Report Out NYS APPR and Student Learning: Meeting Standard V with Student Portfolios Instructor-led Presentation on assessment tools that are included in portfolios that assert student evidence of meeting learning standards PC3e Ch. 5

3:15 BREAK

Group activity on creating/sharing the formative assessments.

3:30 RESUME

Portfolio Connection Introduction and Chapter 1

immediate feedback that provides responsiveness to diverse learner needs? Designing, adapting and selecting assessment tools that both engage students goal setting and provide evidence of their achievement and productivity. Processing of the tools and learning activities accomplished; Overview of assignments for tomorrow. Parking Lot

Agree/Disagree: Can portfolios promote students learning while also providing a comprehensive assessment system Portfolio Connection Chapters 2-3

5:30 Adjourn

Session Log
Tuesday PM Session

DAY 4 Wednesda y Morning Session

Topic/Key Ideas of Session

A 21st Century Model of Student Assessment Linked to Standards

Activities/Tasks

Daily Assignment

Warm-Up Activity Review of the Plan for the Day Innovation Standard VII: Professional Growth Standard II: Teachers know the content they are responsible for teaching and plan instruction that ensures growth and achieve-ment for all students. Standard V: Assessment for Student Learning: Teachers who meet this Standard:
Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. Design, adapt, select, and use a range of assessment tools and processes to measure and document student learning and growth.

Sharing of Reflection Journals Warm-up: WrapAround -- Reflections on Student Assessment: As you review the Innovation Standards Rubrics: o How might you show evidence of effective teaching that integrates 21st century learning models for your students? o How will you acquire deeper knowledge of performance-based assessments that support engaged student learning? o What are some of the elements for which you might assert your artistry and craft in an evidence container (portfolio/eportfolio)? o How will you clearly and accurately communicate the evidence (quality assurance beyond test scores) that your students meet/exceed standards and learning objectives?

Assignment for Day Five 1) Prepare your Portfolio of Significant Achievement for our course by selecting artifacts from among the in-class and outof-class assignments. Artifacts must combine to meet all objectives and be accompanied with a reflection . See syllabus for specific directions. 2) Prepare and submit an Article Summary Guide on the Paint by Numbers article.

9:30

10:30 BREAK 10:45 RESUME

12:30

Instructor-Led Presentation: Overview of student portfolios: Portfolio Connection Chapter 4 Standards portfolios Activity: Article Jigsaw: Paint-by-Numbers Teachers

Lunch Break
Wednesday AM Session

DAY 4 Wednesda y Afternoon Session

Topic/Key Ideas of Session

Asserting professional knowledge, dispositions and skills of effective educators

Activities/Tasks

Daily Assignment

Reconvene and Reflect on the morning discussions, activities Standard V: Assessment for Student Learning: Teachers: Communicate
inform-ation about various components of the assessment system.

Submit All Outstanding Reconvene and Assignment by Thursday. Reflect on the morning topics Check Parking Lot. Continue Student Portfolio Planning Workshop-- Promoting dimensional student assessments that assert key knowledge, skills and dispositions. Creating plans for continuous reflection, modification and evaluation of the formative assessment and portfolio plans that are implemented. Plan for and engage students voice in the coconstruction of both assessments of active learning and the portfolio/ eportfolio process. Exploring a variety of procedures for teachers and students to communicate written, verbal and digital evidence of learning. Parent involvement in student-led portfolio conferences Example of paper

Reflect upon and

evaluate the effecttiveness of their comprehensive assess-ment system to adjust assessment and plan instruction accordingly.

3:15 BREAK

3:30 RESUME

Prepare students
to understand the format and directions of assessments used and the criteria by which the students will be evaluated.

Overview of the final assignments and the culminating activities for tomorrow. 5:30

 Parking Lot Adjourn Session Log

portfolios Examples of digital portfolios Examples of studentled portfolio conferences Organizing planning sheets into a coherent portfolio plan

Wednesday PM Session

DAY 5 Thursday

Topic/Key Ideas of Session Showing Evidence of Professional Efficacy Plan for the Day NYS Standard VI Professional Responsibilities and Collaboration
- Teachers uphold professional standards of practice and policy as related to students rights and teachers responsibilities -.Teachers engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning.

Activities/Tasks

Daily Assignment Assignments can be emailed to Susan at the following email address: susan.belgrad@csun.edu

Instructor-led discussion NYS APPR and Professional Portfolios Debrief on assignments to be submitted

NYS Standard VII: Professional Growth

-Teachers set informed goals and strive for continuous professional growth. -Teachers reflect on their practice to improve instructional effectiveness and guide professional growth. -Teachers set goals for and engage in ongoing pro-fessional development needed to continuously improve teaching competencies. -Teachers communicate and collaborate with students, colleagues, other pro-fessionals, and the community to improve practice. -Teachers remain current in their knowledge of content and pedagogy by utilizing professional resources.

Creating Professional Portfolios as Evidence Containers: Considering the content of portfolios that frames the conversation regarding aspects of professional artistry; [Course Reader: Danielson 144 177] Individual Activity: Using the Innovation Rubrics to engage in self-directed professional inquiry, identify five (5) elements that: a) provide evidence of achievement at selected level; b) write a reflection that describes how the evidence aligns to the standard; and c)write one or more goals as a future commitment to future professional development of knowledge, skills or dispositions. Work with a peer to assist you in both reflection, determining the strength of your artifact and conferencing. Individual conference with

Transformative Teacher Leadership Lunch Break

instructor on submission of portfolio plan.

Thursday AM Session

DAY5 Thursday Afternoon Session

Topic/Content of Session Showing Evidence of Professional Efficacy Professional Portfolio Evidence Container Work Session

Activities/Tasks

Daily Assignment Assignments can be emailed to Susan at the following email address:

Individual Work Time

Selecting and reflecting on susan.belgrad@csun.edu artifacts of effective practice Teaching as an optimistic profession. Setting goals for growth and achievement across the career spectrum. Instructions on the Portfolio Showcase Procedure

Engaging in Transformative Teacher Leadership

Processing of the tools and learning activities accomplished; Course/Instructor Evaluations Parting Remarks

Showcase of portfolios of significant achievement of course objectives Bridging Snapshots of the readings, group activities, individual evidence of achievement, assignments, processes and procedures shared over the week. Creating an Online Learning for CommunityBlogs for leading the course

Thursday PM Session

Showing Evidence: Teacher Performance and Student Achievement